<p>Lesson Plan Teaching Group Year 9 Autumn Term </p><p>Graphs Lesson 2</p><p>Resources</p><p>VTB worksheets, excel resources </p><p>Aspects of National Curriculum Frame Work to be covered.</p><p>Discussing and interpreting a range of graphs arising from real life situations. Pg 175</p><p>Lesson context/focus:</p><p>The focus of this lesson will be on interpreting graphs and moving between graphical and algebraic representation of information. </p><p>Key words : constant, varying, time, depth</p><p>Misconceptions</p><p>Gradient is change in y over change in x and this is important to get right when interpreting graphs. Realising the difference in meaning of straight lines and curved lines on graphs.</p><p>Learning Objectives: To be able to interpret graphs from real life situations. This includes being able to match graphs with written/algebraic information and also understanding the differences in negative/positive gradients and straight/curved graphs.</p><p>Structure of lesson</p><p>Starter : Put up worksheet Ma38D011 and as a class go through the reasoning for the shapes of the graphs. Discuss why some of the graphs are curved and have moments of straight lines etc. Allow the pupils to discuss each one in pairs and get them to sketch the graph on individual whiteboards. (30 mins)</p><p>Main : Individually the pupils should try Ma38D010 which will make them think about not only the graphs that need drawing but how each graph is affected by the amount of fluid in each container. They should only attempt Qu 1- 2 ( 20 mins)</p><p>Plenary : As a finishing aspect of this topic the pupils should be aware that they may not necessarily have a visual aid with which to draw the graph from. In some cases they will only have a written explanation and will have to draw the graphs themselves from this. On individual whiteboards ask them to draw each of these. (10 mins)</p><p> The distance (y) travelled by a car moving at constant speed on a motorway, plotted against time (x)  The distance travelled (y) by an accelerating racing car against time (x).  The distance (y) you run, plotted against time (x) if you start running flat out, gradually slowing down until you collapse from exhaustion. Homework</p>